Unit 1 Cultural relics 教學(xué)反思

1、編號：時間：2021年x月x日學(xué)海無涯頁碼：第5頁 共5頁unit 1 cultural relics 教學(xué)反思unit 1 cultural relics 教學(xué)反思臨高中學(xué)方娜step warming up brainstorming: get students to tell the names of the two cultural relics according to the pictures given and tell “when, where and why were these two cultural relics made?” then some pictures of

2、the amberroom will be shown on the screenand the teacher will tell the students that they will get to knowmore about a famous cultural relic called the amberroom.step prediction1. get students to read the title “in search of the amber room” and guess what the article will mainly tell about？ teacher

3、will writethe key words of their answers on the blackboard.2. students will get the answer after the first reading.step readingi. skimming 1. get students to skim through the passage and try to finish the form below. 2. get students to find out the key word from each event happened to the amber room

4、 and form an idea map together to make clear the structure of an exposition. （the writer tells the history of the amber room according to the order of time） ii. scanning read the passage for the second time and answer the following questions. 1. what were used to decorate the amber room? 2. where wa

5、s the amberroom first put after it was given to the czar? 3. what changes happened to the amber room in 1770? 4. why didnt the russians hide or move the amber room away when the nazis army came? 5. why did the people rebuild a new amber room? a. meeting b. dinner c. speech d. welcome area 2) we can

6、infer from the passage that_ a. catherine didnt like everything about the amberroom when she first saw it. b. it took the artists ten years to make the amber room. c. the amber room was considered to be a wonder in the world. d. several tons of amber were used to make the amber room. 3) whats the wr

7、iters attitude towards the amber room? a. negative b. neutral c. positive d. indifferent 2. get students to share their opinions with their group mates. 3. get students to tell the answers as well as the reasons. step conclusion 1. ask 2 students to draw a conclusion of what he has learned in the pa

8、ssage. 2. ask the other students to raise some questions that he cant understand in the passage.step homeworkwrite the relationship between the people in the form and theamber room and form it into a passage which can summarize the historyof the amber room into 5 sentences by using some suitable con

9、junction or time adverbs. 教學(xué)反思: 在閱讀前加入“prediction”環(huán)節(jié) ，能夠盡量拓展學(xué)生想象空間，達(dá)到了讓學(xué)生在推測課文主題并讓學(xué)生帶著疑問和興趣閱讀的目的，實現(xiàn)了閱讀課的第一步設(shè)疑和釋疑。另外，在歸納文章結(jié)構(gòu)時，筆者大膽采用全新的教學(xué)方式 “mind map”來解釋文章結(jié)構(gòu)。一來，讓學(xué)生接觸到一種全新的歸納思維；二來，讓學(xué)生更容易理解文章的結(jié)構(gòu)和作者的構(gòu)思。而在最后一部分“conclusion and questions”的設(shè)計讓學(xué)生有了一個對所學(xué)內(nèi)容輸出的機會。教師也了解到教學(xué)效果，同時也尊重了學(xué)生的個體意識和需要，給學(xué)生創(chuàng)造了一個發(fā)表自己的見解和提出疑問的機會。這體現(xiàn)了筆者的設(shè)計符合了高中英語標(biāo)準(zhǔn)提出的“要求教師要優(yōu)化教育方式，使課堂活動的設(shè)計有利于學(xué)生發(fā)揮創(chuàng)造力和想象力，發(fā)展學(xué)生的批判思維能力與創(chuàng)新能力的要求”。有待改進的地方:1.在略讀部分，填表格的任務(wù)設(shè)計難度略顯得較大，中下層次的學(xué)生感到完成任 務(wù)有點吃力。2. 由于筆者第一次采用畫mind map的方式來呈現(xiàn)文章結(jié)構(gòu)，學(xué)生不熟悉這種任務(wù)的